In response to the problems experienced during the practice of the current ELT curriculum and the requirement for an authentic language learning environment, a unique English language teaching curriculum was designed for young learners in the present study. The curriculum was rooted in Krashen's Natural Approach and adopted an eclectic curriculum…

Theoretical approaches within the cognitive-interactionist framework (Long, 2015) have identified various aspects of L2 input and characteristics of instruction that predict learners' L2 outcomes. Such strategies of L2 teaching relate to shaping characteristics of communicative activities in which the L2 is embedded and modifying L2 input, L2…

The ability to communicate in different languages is increasingly essential in today's interconnected world. However, language learning outcomes can often suffer due to low engagement and participation, especially among students from diverse cultural and socioeconomic backgrounds. To address this challenge, it is crucial to create a culturally…

The present article sought to compare two case studies on the relationship between the theories of Language Acquisition and of their application for EFL Teachers Programs, in two different national settings. The first one conducted in the Republic of Chile and the second one, more recently developed in the Dominican Republic. It prompted our…

The present study examined two input modification techniques, namely lexical elaboration (LE) and typographical enhancement (TE), and the combination of these two (LE & TE) to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety six Iranian EFL students whose reading proficiency was at…

This study examines the common pedagogical approaches of L2 Spanish textbooks that are currently used at the college-level in the United States, and investigates whether they embrace the notion of input as a key concept in aiding L2 learners in learning new vocabulary words through activities that guide them from input/comprehension to…

The role and usage of (L1) in the teaching-learning of (L2) has been a controversial issue between supporters and opponents of such a role and usage, without reaching a settled conclusion, and without, as far as the researcher knows, defining the attributes, setting up limits and boundaries, providing a scope, and spotting any referential point,…

The article "Some Important Facts about Language Teaching/Learning: Basics and Assumptions" by Dr. Mahmoud M. S. Abdallah explores the foundational elements of language teaching and learning. It emphasizes the importance of language proficiency for personal, social, and professional success, highlighting the cognitive and societal…

When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and…

This chapter first looks at Extensive Reading and Extensive Listening separately, highlighting the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be severely limited. In…

This paper explores the demanding and complex nature of English language teaching with young learners. The paper begins with the challenges of the young learner classroom, then goes on to argue that the low estimation of teaching languages in primary education can seriously impact the confidence and efficacy of primary-school teachers. The popular…

Within Asian EFL contexts such as South Korea, large class sizes, poor sources of input and an overreliance on the Grammar-Translation Method may negatively impact semantic and pragmatic development of writing content. Since formulaic language is imbued with syntactic, semantic and pragmatic linguistic features, it represents an ideal means to…

This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

Literature has long been used as a source for reading materials in English as a first language (L1). In recent years, there has been a growing interest in utilizing literature in second language (L2) classrooms. The present article assumes that using literature in L2 reading can have the same effect as in L1. Integrating literature into L2…

Saudi Arabian Ministry of Education is seeking for the best English language textbook to be taught in schools in order to develop the Saudi education in the future. To choose the most beneficial one, frameworks or tools were designed to analyze and to evaluate a unit of a textbook in Saudi Arabia based on standard criteria. These standard criteria…